<!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Transitional//EN" "http://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd">
<html xmlns="http://www.w3.org/1999/xhtml">
<head>
<meta http-equiv="content-type" content="text/html; charset=iso-8859-1" />
 <link rel="stylesheet" href="../estilos_2010.css" type="text/css" media="screen" />
 <title>Cursos de Idiomas - Extensi&oacute;n Universitaria | Facultad de Derecho - Universidad de Buenos Aires</title>
 <script type="text/javascript">
window.onload = function () {
	var tabla = document.getElementById('TablaCebra');
	var filas = tabla.getElementsByTagName('tr');
	for (var i=0; i<filas.length; i++) {
		var par = i % 2;
		if (par == 1) {
			filas[i].className = 'tablaResaltado';
		}
	}
}
</script>
</head>
<body>
<div id="content">
 
  <div class="cabecera">
   <?php require_once('../include/inc_top.php'); ?>
 </div>
  <div style="padding-top:8px;"></div>
 <div class="contenido">
  <div class="sector"><?php require_once('enc_menu/enc_sup_sec_extension.php'); ?>  </div>
  <div style="padding-top:1px; background-color: black;"></div>


  <div style="padding-top:6px;"></div>
  <div class="arbol"><?php require_once('enc_menu/enc_sup_sub_index_cur_extension_idiomas.php'); ?></div>
  <div style="padding-top:2px; background-color: white;"></div>
 </div>

<div style="clear: both;"></div>
<div class="menu_izq">

<?php require_once('enc_menu/men_index_der_cur_extension_cuatrimestral.php'); ?>

  <div style="padding-top:2px; background-color: white;"></div>
<div style="padding-top:2px; background-color: white;"></div>

 </div>
<div class="contenido_pagina-col2">
   <h1>Ingl&eacute;s - Nivel                 7 </h1>
   <p><strong>Book Used:</strong> Summit 1A</p>
   <p><strong>Unit 1: New perspective</strong></p>
   <ul>
     <li><strong>Vocabulary:</strong>
         <ul>
           <li>Personality types</li>
           <li>Word skill: classifying by positive and negative meaning<br />
           </li>
         </ul>
     </li>
     <li><strong>Conversation Strategies:</strong>
         <ul>
           <li>Ask a question to buy time</li>
           <li>Use Actually to soften a negative response</li>
           <li>Answer a question and then ask a similar one to show interest&middot;                       Use I wonder to elicit an</li>
           <li>opinion politely&middot; Use You know to indicate that you                       are about to offer advice or a suggestion</li>
           <li>Discussion topics</li>
           <li>Finding balance in life</li>
           <li>Different personality types</li>
           <li>Optism vs. Pessimism</li>
           <li>Perspectives on life</li>
           <li>Life-changing experiences<br />
           </li>
         </ul>
     </li>
     <li><strong>Grammar:</strong>
         <ul>
           <li>Gerunds and infinitives: changes in meaning</li>
           <li>Grammar and pronunciation boosters<br />
           </li>
         </ul>
     </li>
     <li><strong>Grammar booster:</strong>
         <ul>
           <li>Gerunds and infinitives: summaryGrammar for writing: parallelism                       with gerunds and infinitives</li>
           <li>Pronunciation booster</li>
           <li>Content words and function words<br />
           </li>
         </ul>
     </li>
     <li><strong>Listening tasks:</strong>
         <ul>
           <li>Rephrase descriptions of people</li>
           <li>Identify main ideas</li>
           <li>Infer what people mean</li>
           <li>Categorize people by personality type<br />
           </li>
         </ul>
     </li>
     <li><strong>Readings:</strong>
         <ul>
           <li>A magazine article about finding balance in life</li>
           <li>A magazine article about optism vs. Pessimism<br />
           </li>
         </ul>
     </li>
     <li><strong>Writing:</strong>
         <ul>
           <li>Describe personality types</li>
           <li>Writing skill: The paragraph</li>
         </ul>
     </li>
   </ul>
   <p><br />
       <strong>Unit 2: Musical moods</strong></p>
   <ul>
     <li><strong>Vocabulary:</strong>
         <ul>
           <li>Elements of music</li>
           <li>Describing creative personalities</li>
           <li>Word skill: using participal adjectives<br />
           </li>
         </ul>
     </li>
     <li><strong>Conversation Strategies:</strong>
         <ul>
           <li>Use So to indicate a desire to begin a conversation</li>
           <li>Confirm information with right?</li>
           <li>Use You know to introduce information and be less abrupt</li>
           <li>Begin answers with Well to introduce an opinion</li>
           <li>Discussion topics</li>
           <li>Musical tastes</li>
           <li>The role of music in your life&middot; Creative personalities</li>
           <li>The benefits of music</li>
           <li>The uses of music therapy<br />
           </li>
         </ul>
     </li>
     <li><strong>Grammar</strong>
         <ul>
           <li>The present perfect and the present perfect continuous:                       finished and unfinished actions</li>
           <li>Noun clauses</li>
           <li>Grammar and pronunciation boosters<br />
           </li>
         </ul>
     </li>
     <li><strong>Grammar booster:</strong>
         <ul>
           <li>Finished and unfinished actions: summary</li>
           <li>The past perfect continuous Grammar for writing: noun clauses                       as adjective and noun complements</li>
           <li>Pronunciation booster</li>
           <li>Intonation patterns<br />
           </li>
         </ul>
     </li>
     <li><strong>Listening tasks:</strong>
         <ul>
           <li>Evaluate three pieces of music</li>
           <li>Recognize gist before details</li>
           <li>Determine benefits and provide examples</li>
           <li>Identify points of view<br />
           </li>
         </ul>
     </li>
     <li><strong>Readings:</strong>
         <ul>
           <li>Brief CD reviews from a website</li>
           <li>Interviews: the role of music in one&acute;s life</li>
           <li>A biography of Ludwing van Beethoven<br />
           </li>
         </ul>
     </li>
     <li><strong>Writing:</strong>
         <ul>
           <li>Describe yourself</li>
           <li>Writing skill: Parallel structure</li>
         </ul>
     </li>
   </ul>
   <p> <strong>Unit 3: Money Matters </strong></p>
   <ul>
     <li><strong>Vocabulary:</strong>
         <ul>
           <li>Expressing buyer&acute;s remorse</li>
           <li>Describing spending habits</li>
           <li>Charity and investment<br />
           </li>
         </ul>
     </li>
     <li><strong>Conversation Strategies:</strong>
         <ul>
           <li>Use Hey to indicate enthusiasm</li>
           <li>Use To tell you the truth to introduce an unexpected assertion</li>
           <li>Ask What do you mean? to clarify</li>
           <li>Provide an example to back up statement or opinion</li>
           <li>Discussion topics</li>
           <li>Your financial IQ</li>
           <li>Your short-term and long-term financial goals</li>
           <li>Buyer&acute;s remorse</li>
           <li>Spending habits</li>
           <li>Charitable giving<br />
           </li>
         </ul>
     </li>
     <li><strong>Grammar:</strong>
         <ul>
           <li>Future plans and finished future actions</li>
           <li>The past unreal conditional: inverted form</li>
           <li>Grammar and pronunciation boosters<br />
           </li>
         </ul>
     </li>
     <li><strong>Grammar booster:</strong>
         <ul>
           <li>The future continuous</li>
           <li>The future perfect continuous<br />
           </li>
         </ul>
     </li>
     <li><strong>Pronunciation booster:</strong>
         <ul>
           <li>Sentence rhythm: thought groups<br />
           </li>
         </ul>
     </li>
     <li><strong>Listening tasks:</strong>
         <ul>
           <li>Infer what people mean&middot; Focus on main ideas</li>
           <li>Distinguish advice from other information</li>
           <li>Summarize problems<br />
           </li>
         </ul>
     </li>
     <li><strong>Readings:</strong>
         <ul>
           <li>Financial tips from a newspaper</li>
           <li>Interviews: financial goals</li>
           <li>A magazine article about Paul Newman&acute;s philanthropy<br />
           </li>
         </ul>
     </li>
     <li><strong>Writing:</strong>
         <ul>
           <li>Explain your financial goals</li>
           <li>Writing skill: Sequencing events</li>
         </ul>
     </li>
   </ul>
   <p><strong>Unit 4: Looking good </strong></p>
   <ul>
     <li><strong>Vocabulary:</strong>
         <ul>
           <li>Describing fashion and style</li>
           <li>Word skill: using the prefix self-<br />
           </li>
         </ul>
     </li>
     <li><strong>Conversation Strategies:</strong>
         <ul>
           <li>Use Can you believe to indicate disapproval</li>
           <li>Use Don&acute;t you think to promote consensus</li>
           <li>Begin a response with Well to convey polite disagreement                       or reservation&middot; Stress the main verb to acknowledge                       only partial agreement</li>
           <li>Discussion topics</li>
           <li>Appropriate dress</li>
           <li>How clothing affects the way others perceive you&middot;                       Fashions and hairstyles&middot; How men and women change their                       appearances&middot; The media&acute;s influence on body image&middot;                       Beauty on the outside vs. Beauty on the inside<br />
           </li>
         </ul>
     </li>
     <li><strong>Grammar:</strong>
         <ul>
           <li>Quatifiers</li>
           <li>Grammar and pronunciation boosters</li>
           <li>Grammar booster:</li>
           <li>Quantifiers: a few and few, a little and little</li>
           <li>Quantifiers: using of</li>
           <li>Quantifiers: used without referents</li>
           <li>Grammar for writing: subject-verb agreement with quantifiers                       with of Pronunciation booster</li>
           <li>Linking sounds<br />
           </li>
         </ul>
     </li>
     <li><strong>Listening tasks:</strong>
         <ul>
           <li>Identify points of view</li>
           <li>Rephrase information</li>
           <li>Summarize information</li>
           <li>Infer what people mean<br />
           </li>
         </ul>
     </li>
     <li><strong>Readings:</strong>
         <ul>
           <li>A newspaper article about casual dress at work</li>
           <li>A magazine article about how the media affects self-image<br />
           </li>
         </ul>
     </li>
     <li><strong>Writing:</strong>
         <ul>
           <li>Compare two people&acute;s taste in fashion</li>
           <li>Writing skill: Compare and contrast</li>
         </ul>
     </li>
   </ul>
   <p><strong>Unit 5: Community</strong></p>
   <ul>
     <li><strong>Vocabulary:</strong>
         <ul>
           <li>Ways to soften an objection&middot; Ways to perform community                       service Word skill: using negative prefixes to form antonyms<br />
           </li>
         </ul>
     </li>
     <li><strong>Conversation Strategies:</strong>
         <ul>
           <li>Use Do you mind to express concern that an intended action                       may offend&middot; Use Actually to object politely&middot;                       Use expressions such as I hope that&acute;s not a problem                       to soften objection&middot; Sya</li>
           <li>Not at all to indicate a willingness to comply</li>
           <li>Discussion topics</li>
           <li>Urban life vs. Rural life</li>
           <li>Behavior in public places</li>
           <li>Social responsability</li>
           <li>Urban problems<br />
           </li>
         </ul>
     </li>
     <li><strong>Grammar:</strong>
         <ul>
           <li>Possessives with gerunds</li>
           <li>Paired conjunctions</li>
           <li>Grammar and pronunciation boosters<br />
           </li>
         </ul>
     </li>
     <li><strong>Grammar booster:</strong>
         <ul>
           <li>Conjunctions with so, too, neither, or not either: usage,                       form, and short responses</li>
           <li>Pronunciation booster</li>
           <li>Unstressed syllables: vowel reduction to / /<br />
           </li>
         </ul>
     </li>
     <li><strong>Listening tasks:</strong>
         <ul>
           <li>Summarize a detailed story</li>
           <li>Collaborate to understand details</li>
           <li>Infer what people mean<br />
           </li>
         </ul>
     </li>
     <li><strong>Readings:</strong>
         <ul>
           <li>A graph depicting world population changes</li>
           <li>Interviews: pet peeves about public conduct</li>
           <li>An interview with Dr. Janice Perlman about &ldquo;megacities&rdquo;<br />
           </li>
         </ul>
     </li>
     <li><strong>Writing:</strong>
         <ul>
           <li>Complain about a problem</li>
           <li>Writing skill: Formal letters</li>
         </ul>
     </li>
   </ul>
   <h2>&nbsp;</h2>
   <h2>&nbsp;</h2>
  </div>

<div class="cleaner"></div>
</div>
<div class="cleaner"></div>
        <div class="pie">
        <div style="padding-top:2px; background-color: white;"></div>
         <?php require_once('../include/inc_pie.php'); ?>

</div>
</body>
</html>
